Teacher Attrition and Motivation in Ethiopia: Prevalence, Associated Factors and Influences

Abstract

This study examines the intricate interplay between teacher attrition and motivation, emphasizing their significant implications for educational systems, student achievement, and community wellbeing. Attrition among skilled educators driven by personal factors, institutional challenges, and interrelated variables disrupts learning environments and erodes school culture. Employing a triangulated research design, the study integrates quantitative and qualitative methods, including desk reviews, teacher surveys, focus group discussions, and administrative data analysis, to capture both statistical trends and lived experiences. Findings suggest that schools fostering supportive, secure, and well-compensated workplaces are more successful in attracting and retaining high-performing teachers. Professional development, well-being initiatives, and fair evaluation systems further enhance retention. However, economic pressures, particularly in sub-Saharan Africa, with Ethiopia as a focal case, exacerbate attrition, as stagnant salaries fail to keep pace with inflation. Addressing this issue requires systemic reform and improved economic conditions. Given the diverse political, cultural, and socioeconomic contexts across regions, further localized research is essential to develop effective, sustainable solutions.